Outcomes of First-Year Persisting Students. Data Notes. Volume 5, Number 5, September/October 2010

Autor/inn/en	Topper, Amy; Lee, John
Institution	Achieving the Dream, Inc.
Titel	Outcomes of First-Year Persisting Students. Data Notes. Volume 5, Number 5, September/October 2010
Quelle	(2010) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Forschungsbericht; Majors (Students); Academic Persistence; Interaction; Enrollment; Grants; Student Characteristics; Educational Attainment; Student Financial Aid; Correlation; Predictor Variables; Low Income Groups; Developmental Studies Programs; Community Colleges; Outcomes of Education; Statistical Data; College Students; Evidence; Achievement Gap; National Programs; At Risk Students; Cohort Analysis; Educational Policy; Improvement Programs + Suchen Sie Ihr Suchwort? Interaktion; Einschulung; Grant; Finanzielle Beihilfe; Bildungsabschluss; Bildungsgut; Studienfinanzierung; Studienförderung; Korrelation; Prädiktor; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Community college; Community College; Lernleistung; Schulerfolg; Collegestudent; Evidenz; nicht übertragen; Kohortenanalyse; Politics of education; Bildungspolitik; Effizienzsteigerung
Abstract	Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" looks at three-year enrollment and attainment outcomes of students who persist through their first year. Additionally, first-year persisters (FYPs) were grouped based on the interaction of several student characteristics; analysis was conducted to determine if differences in outcomes existed between students when they were grouped based on this interaction of characteristics. The data show that FYPs who started college full-time had higher second-year persistence rates than those who started part-time, as did students who were referred to developmental education or were enrolled in terminal majors. To determine the cumulative effect of various student characteristics on student outcomes, data reflecting FYPs were first disaggregated by enrollment status, followed by developmental education referral, major field, and then Pell grant receipt. These data tell a complicated story. Each group of students, as defined by the receipt of Pell grants, starting college either full- or part-time, whether they were referred to developmental education, and their initial major fields, shows a different progression in their college work. (Contains 2 figures and 12 footnotes.) (As Provided).
Anmerkungen	Achieving the Dream. 8455 Colesville Road Suite 900, Silver Spring, MD 20910. Tel: 240-450-0075; Fax: 240-450-0076; e-mail: info@achievingthedream.org; Web site: http://www.achievingthedream.org
Begutachtung
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10